At Weeth School, the aim of RE is to help children to acquire and develop knowledge and understanding of Christianity and the other principal religions represented in Great Britain and around the world. To appreciate the way that religious beliefs shape lives and behaviours, and develop the ability to make reasoned and informed judgements about religious and moral issues. The exposure to a wide range of religions and the progression of learning means that children develop an understanding and awareness of beliefs, values and traditions of other individuals, societies, communities and cultures outside of their own. Through this, children are able to demonstrate and develop social awareness: a key competency of social and emotional learning.
At Weeth, RE plays an important role, along with all other curriculum areas, in promoting the spiritual, moral, social, and cultural development of our children. RE offers our children the means by which to understand how other people choose to live and to understand why they choose to live in that way, appreciating diversity and respecting others.
Workshops, visitors and school trips enhances the learning experience and gives the opportunity for first-hand experiences.
We follow the Cornwall Agreed Syllabus 2020-2025 as the basis of our RE curriculum. The required expectation for teaching RE is as follows:
- KS1 = 36 hours per year
- KS2 = 45 hours per year.
This is taught as a weekly lesson, or a series of RE days amounting to the total hours – whichever maximises the learning outcomes. At Weeth, we implement our Religious Education learning through an enquiry-based approach. Each year group has a different ‘Big Question’ linked to the religion they are studying that half term.
Children are introduced to the ‘Big Question’ at the start of the term and are reminded of it at the beginning and end of each lesson, allowing time to reflect on previous learning and discuss how their learning allows them opportunities to answer the question.
The religions that are covered within Weeth School are: Christianity, Hinduism, Judaism and Islam. In accordance to the Cornwall Agreed Syllabus, Christianity is taught in every year for no less than 60% of RE curriculum time.
Children explore these religions by looking at and handling artefacts, exploring sacred texts, using drama and imaginative play to re-tell religious, spiritual or moral stories. Children also take part in certain religious events throughout the year to build on their learning and knowledge. Children in EYFS perform the Nativity Story through a Christmas production. In addition to this, KS1 hold a Christmas performance. There are also regular Open the Book assemblies through-out the school year. There are no presumptions made as to the religious backgrounds, and beliefs and values of the children and the staff.
We value the religious background of all members of the school community and hope that this will encourage individuals to share their own experiences with others freely. All religions and their communities are treated with respect and sensitivity and we value the links, which are, and can be made between home, school, and a faith community.
Religious Education Overview
|Autumn 1||Autumn 2||Spring 1||Spring 2||Summer 1||Summer 2|
|FS2||F4 Being Special: Where do we belong?
|F2: Why is Christmas special for Christians?
|F5: Which places are special and why?
|F3: Why is Easter special to Christians?
|F1: Why is the word ‘God’ so important to Christians?
|F6: Which stories are special and why?
|Year 1||1.10 What does it mean to belong to a faith community?||1.1 What do Christians believe God is like?||1.7 Who is Jewish and how do they live?||1.7 Who is Jewish and how do they live?||1.2 Who do Christians say made the world?||1.9 How should we care for the world and for others and why does it matter? (C, J, NR)|
|Year 2||1.6 Who is a Muslim and how do they live?||1.3 Why does Christmas matter to Christians?||RE: 1.5 Why does Easter matter to Christians?
|RE: 1.6 Who is a Muslim and how do they live? Part 2.
|1.4 What is the ‘good news’ Christians believe Jesus brings?
|1.8 What makes some places sacred to believers? (C, M)
|Year 3||L2.1 What do Christians learn from the creation story?||RE: L2.2 What is it like for someone to follow God?
|L2.9 How do festivals and worship show what matters to a Muslim?||L2.10 How do festivals and family life show what matters to Jewish people?
|L2.4 What kind of world did Jesus want?||L2.12 How and why do people try to make the world a better place? (C, M/J, NR)|
|Year 4||L2.7 What do Hindus believe God is like?
|L2.3 What is the ‘Trinity’ and why is it important for Christians?
|L2.8 What does it mean to be Hindu in Britain today?||L2.5 Why do Christians call the day Jesus died ‘Good Friday’?||L2.6 For Christians, when Jesus left, what was the impact of Pentecost?||L2.11 How and why do people mark the significant events of life? (C, H, NR)|
|Year 5||U2.1 What does it mean if Christians believe God is holy and loving?
|U2.8 What does it mean to be a Muslim in Britain today?||U2.3 Why do Christians believe Jesus was the Messiah?||U2.9 Why is the Torah so important to Jewish people?||U2.4 Christians and how to live: ‘What would Jesus do?’||U2.10 What matters most to Humanists and Christians? (C, M/J, NR)|
|Year 6||U2.2 Creation and science: conflicting or complementary?||U2.11 Why do some people believe in God and some people not? (C, NR)||U2.7 Why do Hindus want to be good?||U2.5 What do Christians believe Jesus did to ‘save’ people?||U2.6 For Christians, what kind of king is Jesus?||U2.12 How does faith help people when life gets hard?|